1
INSTRUCTIONAL DESIGN
EPSE 401, SECTION 951 (3 CREDITS)
July 2 – July 20, 2012 Monday to Friday 1:30 – 4:00, Scarfe 210
Instructor: Dr. Elizabeth Jordan
Office: Scarfe 2424
Phone: 604-822-2991
Office Hours: Before/After Class or by appointment.
E-mail: elizabeth.jordan@ubc.ca
Teaching Assistant: Chih-shen Owen Lo
E-mail: taipeiowen@aol.com
Calendar Course Description: Principles of instructional design and their application to
the development, analysis, and evaluation of instructional plans for selected settings,
instructional formats, and age groupings of learners.
In addition:
This course focuses on a systematic approach to designing instruction and/or
training for a variety of learning situations. Some of these situations include, but are not
limited to, pre-service education elementary and secondary curriculum and instruction,
parents and community training, corporate training and self-development programs.
This course encourages you to concentrate on the process of instructional design
and your immediate application of this process to a curriculum and audience of your
choice.
As class members, you are expected to participate in individual and group
activities and assignments; reflect critically on your own and another’s work in process;
apply principles of instructional design to a final course product.
Text book:
We will be using e-text for the class this year.
Book title: The Essentials of Instructional Design: Connecting Fundamental Principles
with Process and Practice, 2nd edition
Author: Abbie Brown and Timothy D. Green
Publisher: Allyn & Bacon
Print ISBN-10: 0135084229
2
Evaluation:
Major Instructional Design Project
Activities and Project Benchmarks
TOTAL
55%
45%
100%
These are described in detail on the attached sheet.
Due to the very short time during the Summer Session all assignments must be on
time. No late assignments will be accepted unless previous arrangements have been
made in writing or conditions covered by the UBC Calendar (ex. illness with
medical certificate, etc.) Since many of the classes consist of peer feedback on
projects, attendance is important. Thus, grades will be reduced for any one being
absent on those days since they are not participating in peer feedback. Please see the
ECPS Department Policies attached to this outline.
For students in the UBC B.Ed Program the BCCT Standards 2008 addressed in this
course are:
3. Educators understand and apply knowledge of student growth and
development.
Educators are knowledgeable about how children develop as learners and as social
beings, and demonstrate an understanding of individual learning differences and
special needs. This knowledge is used to assist educators in making decisions about
curriculum, instruction, assessment and classroom management.
5. Educators implement effective practices in areas of planning, instruction,
assessment, evaluation and reporting.
Educators have the knowledge and skills to facilitate learning for all students and
know when to seek additional support for their practice. Educators thoughtfully
consider all aspects of teaching, from planning through reporting, and understand the
relationships among them. Educators employ a variety of instructional and
assessment strategies.
6. Educators have a broad knowledge base and understand the subject areas
they teach.
Educators understand the curricular, conceptual and methodological foundations of
education and of the subject areas they teach. Educators must be able to communicate
effectively in English or French. Educators teach students to understand relevant
curricula in a Canadian, Aboriginal, and global context. Educators convey the values,
beliefs and knowledge of our democratic society.
3
COURSE CALENDAR
The following outline includes some of the readings specific to the intended topic area for
class on a particular day. Materials will be provided at intervals to enhance the topic and
assist in the overall preparation of the Major Design Project.
WEEK 1
July 2
Canada Day
No class
July 3
Introduction to course and Instructional Design
Mission Statement and Planned Topic
July 4
Identification of Goals and Objectives
Determining Prerequisite Learning
July 5
Needs Assessments
Questions and plans
July 6
Finalizing Needs Assessment
Consideration of Learning Styles
Due:
Topic (no
extensions
on time)
Due:
Activity 1
WEEK 2
July 9
Learning Theory
Instructional Sequencing
Learning Models
Instructional Models
Due:
Activity 2
July 10
Task Analysis
Instructional Sequencing
Due:
Activity 3
July 11
Assessment and Evaluation
Instructional Framework introduced
July 12
Analysis of Draft Design
July 13
Instructional Framework
Teaching Models
Due:
Activity 4
4
WEEK 3
July 16
NO CLASS – Time to work on project. I will be
available for help.
July 17
Instructional Media
Program and Peer Evaluation
Due: Activity 5
July 18
NO CLASS – Time to work on project. I will be
available for help.
July 19
Poster Presentations and Peer Feedback
July 20
Poster Presentations and Peer Feedback
Due: completed
Project
July 20 at 4:00.
5
MAJOR INSTRUCTIONAL DESIGN PROJECT
This major project must be planned and designed for a unit of instruction that
covers about 18-22 hours of instruction. An acceptable alternative to this requirement
might be a series of workshops or pro-D days (about 3 hours to 8 hours each) to serve
particular audience needs: community workers, teachers, transit employees, volunteers,
etc. The project must be essentially a new unit of instruction. While you
probably already have some materials in place I am not looking for a re-vamping of an
intact unit already written. Each component of your project should be complete and
revised from your earlier drafts (as needed) and meet requirements of neatness, sound
organization (based on your audiences needs), creativity, and clarity as essential
elements. This project comprises 55% of your grade. The Activities and Benchmarks
will assist in the planning and preparation of this final product. Your project will have
two final parts to it:
 First, there will be an opportunity to present it to your peers during a conferencestyle poster session at the end of this class session.
 Second, you are to hand in a written version of your project, along with your
poster materials, by the end of class (4:00p.m.) on July 20, 2011.
Be prepared to describe your project of interest on Wednesday, July 4. Include
your target audience (who will attend), for what purpose, sponsored by whom (district,
program, community agency, parents group, corporate or non-profit agency) and what
you hope to accomplish when the training is realized.
ACTIVITIES AND PROJECT BENCHMARKS
Please be prepared to discuss (BRIEFLY) each one of the following Activities and
Project Benchmarks in class. One of the most efficient ways to construct knowledge is
through active discussion. It is anticipated that you will become an active participant in
the development of you colleagues’ project, along with your own work.
1. Internet Search Activity due July 6 (5 points)
This is an opportunity to search the net for 3 uniquely Canadian resources for
instructional design. These could include: school or corporate needs, issues relevant
to Canadian populations, curriculum changes, welfare-to-work changes, vocational
training. Bring to class at least 3 resources with a reprint of its content. We will
compile a class Website reference list of Canadian resources. Caution: there are
numerous sites trying to sell materials and services – please weed these out.
6
2. Needs Assessment Interview due July 9 (10 points)
Prepare a list of questions or assumptions you’re making about your target audience
and sponsoring agency. Find people of expertise in this area with whom you can
discuss these questions and/or assumptions. Find out their opinion on what specific
content and skills must be included in their perspective to make the project
successful. Work through their rationale for those criteria; i.e., why those specific
skills and content. Write up your interviews succinctly in a way that will allow you
to access important information as you design your instructional project. Be prepared
to discuss your interviews (briefly) in class.
3. Instructional Objectives for your Project due July 10 (5 points)
Make a list of the instructional objectives for your project. Make sure they are in
appropriately written format. Utilize the material given to you in class to write goals
and objectives. Remember: the types and format of objectives could vary with your
target audience and sponsoring agency. Be prepared to discuss your objectives
(briefly) in class.
4. Draft of One Instructional Block (8-10 hours of instruction) due July 13 (10 points)
Be prepared to present IN A DRAFT FORMAT a section of your final project. This
is an opportunity for peers to help you critique your work. Think in terms of what
criteria are important for your project or audience, ask questions of your peers –
remember they are seeing this as the audience would. Often we are too close to our
plans to see where we have made leaps of judgment, or assumptions about
background learning, etc. Information obtained from this class should be used to
help revise and refine your final project.
Please make sure you have a phone number and email address written on this so
you can be reached over the weekend only if necessary.
5. Evaluation Rationale due July 17 (5 points)
Provide a written rationale for the evaluation approach you are using for this project.
Be sure to include both the targeted audience and the sponsoring agency in this
rationale. The evaluation plan should be revealed through the content, strategies and
materials you have designed. The instruction should be measurable in ways that are
valuable to the targeted audience, the sponsoring agency and possess sound
evaluation methodology.
6. Poster Session due July 19 and 20 (10 points for peer feedback)
The criteria for evaluation of the poster sessions will be set by the class. It should
include not only the elements of good instructional design but be flexible enough to
cover the range of audience and sponsoring agencies anticipated in this class. Each
7
member of the class will provide feedback on your project. The format for these days
will be that of a traditional Conference Poster Session.